Abstract: does Mary Ellen want to learn French? What motivates Yu Jia to learn English in China? What is the reason for Maury's interest and effort in Japanese? Why does Louise work so hard at learning Russian? What does Eyhab think he will achieve in studying English in the US? The answers to these questions are important, because motivation is considered by many to be one of the main determining factors in success in developing a second or foreign language (34), both referred to as L2. Motivation determines the extent of active, personal involvement in L2 learning. Conversely, unmotivated students are insufficiently involved and therefore unable to develop their potential L2 skills.

Abstract: language anxiety is related to Japanese language learning. It uses Horwitz, Horwitz, and Cope's theoretical model of foreign language anxiety as a research framework. It has been reported that foreign language anxiety is a rather pervasive phenomenon (14; 31; 32; 46; 47; 52). Although language anxiety could be viewed as positive energy (or facilitating anxiety as called by Alpert and Haber) that motivates learners, many language teachers and researchers have been concerned about the possibility that anxiety may function as an affective filter (28), preventing a learner from achieving a high level of proficiency in a foreign language (4; 7; 17; 25; 27; 39; 42; 56; 62). However, most of the research studies have involved Western lan-

Abstract: With three experiments, the authors examine the notion that foreign branding—the strategy of pronouncing or spelling a brand name in a foreign language—triggers cultural stereotypes and influences ...

Abstract: VOCABULARY ACQUISITION IS CONSIDered by many to be the single most important aspect of foreign language learning. Not only do the majority of students studying foreign languages cite vocabulary as their number one priority (16; 50; 71), but it is often considered a priority by teachers as well. As Candlin asserts, "The study of vocabulary is at the heart of language teaching in terms of organization of syllabuses, the evaluation of learner performance, and the provision of learning resources" (viii). Nevertheless, while most first and second level courses emphasize vocabulary knowledge through their textbooks, courses with authentic texts often lack this emphasis (16; 24; 56). It appears that when the pedagogical focus shifts from medium to message, when students study literary texts instead of language texts, that the pedagogical assumption regarding vocabulary learning also shifts in emphasis from intentional to incidental. Vocabulary is no longer a primary classroom focus, something to be taught and tested; but rather, something to be acquired incidentally by the student while reading. Although one popular theory of second language acquisition (SLA) is based on this premise of incidental vocabulary acquisition as the result of comprehensible input (37; 38), does this actually happen? Do students acquire unknown words incidentally while reading? If so, how many and to what degree? An additional concern is dictionary use. Although many students express reliance on dictionaries (5; 69), many educators and researchers discourage the practice, advising students to guess at word meaning and to use the dictionary only as a tool of last resort (27; 48; 63). The primary concern is that looking up words frequently interferes with short term memory and thus disrupts the comprehension process. Empirical evidence to substantiate these assertions and corresponding pedagogical practices, however, is lacking (13; 43). Some of the unanswered questions that this study explores are: 1) Do students indeed acquire a significant amount of vocabulary while reading? 2) Are more words learned by guessing from context or by looking them up in a dictionary? 3) Does dictionary use affect reading comprehension? 4) Does dictionary use help some students more than others (i.e., those of higher or lower verbal ability levels)?

Abstract: Part 1 Perspectives on bilingualism and language choice: introductory the macro-societal perspective the micro-interactional perspective the social networks perspective - towards an integrated model. Part 2 Chinese communities in Britain: composition of the Chinese population in Britain the Hong Kong background Chinese migration and settlement overseas the catering trade the emergence of a three-generation population Chinese familv system Language use Existing evidence 2.8 The Tyneside Chinese community. Part 3 Participant observation in a Chinese community: introductory features of participant observation describing participant observation - some problems stages of fieldwork field relationships and linguistic data - observer's paradox revisited. Part 4 Patterns of language choice and language shift: language choice by three generations language choice and speaker variables variations and change in language ability. Part 5 Social networks and variations in language choice: network types collecting social network data generational differences in social network patterns social networks and language choice patterns social networks and language ability interactions between inter- and intra-speaker variations in language choice. Part 6 Conversational code-switching: introductory a sequentail approach to code-switching code-switching as a contextualization cue in Chinese/English conversation code-switching and community choice norms. Summary and conclusion. Appendixes: information on the speaker sample language ability scores social network indices.

Abstract: In making the unavailable available, the teacher's role is one of facilitating the active use of the target language in the classroom, presenting the best possible model of the language, providing feedback, guidance, and reinforcement, and making available target-language data in terms of "comprehensible input," that is, the natural unconstrained use of the target language in the classroom (p. 8). (italics added)

Abstract: Virtually all the research to date on infant preference for infant-directed talk has been conducted with English-learning infants. This study was designed to test whether the preference for native infant-directed (ID) communication extends to a language group other than English, and whether infants' preference for ID communication extends to a nonnative language. English- and Cantonese-learning infants 4.5 and 9.0 months of age were tested on their preference for filmed displays of a Cantonese-speaking female addressing either her own infant (ID) or an adult (AD). Both groups of infants showed a robust attentional and affective preference for ID over AD in Cantonese. These results strengthen the claim that the special properties evident in ID communication may have universal attentional and affective significance.

Abstract: ing motivation (22; 24; 25; 44; 47). In special education many of these at-risk FL learners are identified as having language learning disabilities (LLD), and this identification sometimes occurs only after a student has experienced repeated failures in FL courses in college (20; 35; 48). A number of explanations have been offered to account for why students have difficulties with FL as it is typically taught in school settings. Intelligence, for the most part, has been ruled out as having much significance in the determination of FL learning potential (4; 26;

Abstract: Disclosed is a method and apparatus for aiding foreign language instruction, comprising a language instruction program that runs on a multimedia computer. The language instruction program uses a story to teach the foreign language by displaying selected frames about the story and dialog balloons that include phrases in the foreign language associated with the frames. Translations of the phrases are also displayed. As a further aid, a pronunciation guide displays an animated representation of a person's lips as the correct enunciation of selected words in the foreign language.

Abstract: Teacher's Handbook emphasizes real-world practice by presenting a concise theoretical review followed by provocative case studies that ask new and experienced instructors to judge for themselves how best to acquire ESL and foreign language proficiency. Appropriate for secondary and college instructors, Teacher's Handbook also includes extensive appendices covering professional organizations, publications, and performance standards for language teachers and students. This new edition includes a text-specific web site that contains video case studies, a bulletin board, and useful links to a variety of professional organizations and mailing lists.

Abstract: put. Certain theorists advocate that, for foreign language learners and children acquiring their first language, input should be interesting, not grammatically sequenced, somewhat beyond the learners' present linguistic control, and encountered naturally in a nonthreatening setting (12). Other theorists argue that listening to the kind of input described above does not guarantee comprehension. Rather, comprehension is aided by simplifying the message, by negotiating meaning between interlocutors, and by using linguistic and extralinguistic context, such as familiar structures, background knowledge, gestures, etc. (15). In particular, much literature has been devoted to the importance of providing background information (an advance organizer) to edited and unedited foreign language materials to improve comprehension (for a review, see 18-20). The use of advance organizers was first advocated by Ausubel when he suggested that the retention of unfamiliar but meaningful material could be enhanced by the advance introduction of relevant concepts. In the words of Shrum and Glisan, "the use of context and background information aids understanding by

Abstract: The language scenario in sub-Saharan African countries sociohistorical foundations of language attitude in sub-Saharan Africa language attitudes research in sub-Saharan Africa small languages, big languages - attitudinal dimensions of language speaker power and numbers in sub-Saharan Africa attitudinal perspectives of language use in education some implications of language attitudes in Africa.

Abstract: Because of immigration pressures, the classrooms of many teachers include students from language-minority groups; these teachers often turn to special education for assistance. This article examines key issues and tensions in the areas of referral and special education instruction for these students. Potential solutions derive from two sources: first, the increasing consensus regarding effective approaches to bilingual education; second, the growing belief that these students need both systematic instruction in academic skills and a more “natural” approach to language to promote comprehension and use of English. The article discusses the collaborations needed in the fields of learning disabilities, bilingual education, and special education.

Abstract: This article reports on findings from the first phase of an ongoing research project that is investigating English language learners in middle school social studies classrooms. This phase examined the academic language of American history classes and implemented a series of lessons designed to integrate language and content objectives with the development of critical-thinking skills and information about the cultural diversity of colonial America. The article analyzes features of social studies academic language from text and classroom discourse and reviews cultural diversity as it is represented in popular textbooks. Also highlighted are successful strategies teachers used to facilitate students' comprehension of the subject matter and improve their academic language skills. Many of these strategies are adaptations of ESL techniques that have been applied to content-area lessons. The conclusion is that an integrated language and social studies course may be an appropriate placement for English language learners who are preparing to enter mainstream classes.

Abstract: The increasing proportion of culturally diverse groups within the United Kingdom has meant that the issue of language barriers in the research situation must be addressed The recruitment of respondents with English as a second language (ESL) to research studies is essential if their potentially unique and valid perspective is to be acknowledged This can, however, pose several difficulties for the researcher which need to be recognized and addressed if valid data are to be collected This paper outlines some of the challenges encountered in one study and describes strategies which were employed to meet these challenges

Abstract: Depuis quelque temps l'idee de L.S. Vygotsky a propos de la Zone de Developpement Proximal (ZDP) attire l'attention de nombreux specialistes de langues etrangeres. Selon Vygostky, la ZDP est le lien pedagogique qui existe entre l'expert (l'enseignant) et l'apprenti (l'apprenant) quand celui-la entre en dialogue avec celui-ci pour se concentrer sur le developpement de sa competence. L'A. presente une etude qui analyse la dynamique communicative pendant l'enseignement explicite d'un concept de grammaire (le present des verbes de la 1 e re conjugaison) dans le cadre de la ZDP

Abstract: A computer, responsive to user input, controls the presentation of an audio-visual work to a user. Through the selection of several interactive learning options, support and reinforcement of the learning process is provided. In particular, the computer interacts with the user to challenge the user's understanding of the audio-visual work. In connection with the presentation of foreign language works, the user interacts with the computer in role playing, transcription, translation, fill-in-the-blanks and speech repetition activities designed to teach the user to speak the foreign language. Furthermore, as the audio-visual work is presented, a computer generated transcription or translation is displayed for user contemplation, and the user may interact with the computer by requesting the display of grammatical, cultural and geographic notes the further assist in the learning process.

Abstract: This paper addresses the issue of the integration of technology into the foreign language curriculum. As more and more technological resources become available, it is necessary that instructors become aware of how those resources might be used to enhance foreign language teaching and learning. This discussion gives an overview of some of those resources and their pedagogical benefits; suggests creative activities for using those resources; assesses students' reaction to the integration of technology into their classes; offers guidelines for this integration; and finally, provides a glimpse into the future of language learning.

Abstract: After expulsion from Spain in 1492, a large number of Spanish Jews (Sephardim) found refuge in lands of the Ottoman Empire. These Jews continued speaking a Spanish that, due to their isolation from Spain, developed independently in the empire from the various peninsular dialects. This language, called Judeo-Spanish (among other names), is the focus of Death of a Language, a sociolinguistic study describing the development of Judeo-Spanish from 1492 to the present, its characteristics, survival, and decline. To determine the current status of the language, Tracy K. Harris interviewed native Judeo-Spanish speakers from the sephardic communities of New York, Israel, and Los Angeles. This study analyzes the informants' use of the language, the characteristics of their speech, and the role of the language in Sephardic ethnicity. Part I defines Judeo-Spanish, discusses the various names used to refer to the language, and presents a brief history of the Eastern Sephardim. The next part describes the language and its survival, first by examining the Spanish spoken by the Jews in pre-Expulsion Spain, and followed by a description of Judeo-Spanish as spoken in the Ottoman Empire, emphasizing the phonology, archaic features, new creations, euphemisms, proverbs, and foreign (non-Spanish) influences on the language. Finally, Harris discusses sociological or nonlinguistic reasons why Judeo-Spanish survived for four and one-half centuries in the Ottoman empire. The third section of Death of a Language analyzes the present status and characteristics of Judeo-Spanish. This includes a description of the informants and the three Sephardic communities studied, as well as the present domains or uses of Judeo-Spanish in these communities. Current Judeo-Spanish shows extensive influences from English and Standard Spanish in the Judeo-Spanish spoken in the United States, and from Hebrew and French in Israel. No one under the age of fifty can speak it well enough (if at all) to pass it on to the next generation, and none of the informants' grandchildren can speak the language at all. Nothing is being done to ensure its perpetuation: the language is clearly dying. Part IV examines the sociohistorical causes for the decline of Judeo-Spanish in the Levant and the United States, and presents the various attitudes of current speakers: 86 percent of the informants feel that the language is dying. A discussion of language and Sephardic identity from a sociolinguistic perspective comprises part V , which also examines Judeo-Spanish in the framework of dying languages in general and outlines the factors that contribute to language death. In the final chapter the author examines how a dying language affects a culture, specifically the role of Judeo-Spanish in Sephardic identity.

Abstract: This volume examines the sociocultural factors that influence language choices and uses in the multilingual country of Luxembourg. Patterns of language use within and across communities are viewed in terms of interrelationships among language policy intent, implementation, and experience. The study considers the ways in which the language and social experiences within low socioeconomic communities differ from school expectations and how these differences affect achievement of both individual and government goals. A history of past language policies and practices sets the background for recent policy formation and current language uses and values. An investigation of the roles of reading, writing and speaking within school settings illustrates policy implementation and individual usage. The ways in which policy is experienced is described in terms of the number and extent of language functions within communities. The nature of language experience is reflected in ethnographic descriptions of the roles language and literacy abilities play in social life. These descriptions are presented in terms of patterns of language use across socioeconomic groups and through composite case studies of three families representing upper, middle and lower class backgrounds. Community and school language behaviors are then compared across socioeconomic groups through an analysis of the degree of congruence between reading, writing, and speaking functions outside of the school and the in-school norms and methods of language instruction. The study further explores the practical and theoretical implications of the relationships among policy intent, implementation, and experience in the context of socioeconomic transitions in modern multilingual nations.

Abstract: This study was designed to investigate the nature of English as an International Language (ElL) in Japan from both a diachronic and a synchronic point of view, drawing some comparison with countries in South East Asia and Africa. Using comparative material from socio-historical and sociolinguistic literature from other countries it was possible to examine the use and cultivation of English in Japan and compare it with that in other countries where English fulfils different roles. The material on Japan was supplemented by research based on data obtained from questionnaires both at the high school level and within business corporations. From a diachronic point of view the study tried to determine a range of factors which have contributed to the cultivation of English in Japan and to understand how they have influenced policies related to language planning within Japan, In particular it sought to clarify the relationship of English to the process of modernisation against the background of the wider role of English as an international language. From a synchronic point of view the study sought indicators as to the success of teaching and learning English as a performance variety in Japan. It has considered how such success or failure is affected by language-in education planning both on the part of the Ministry of Education (Mombusho) and of other bodies. Furthermore the study sought to understand how the substantial Japanese participation rate in studying English at both education and business levels contributes to the spread of English worldwide. Finally, the study tried to formulate a broader definition of ElL, assuming the fact that ElL is not a variety but a status designation of various Englishes in the present world.

Abstract: This paper reports on university student self-assessment of foreign language program learning at the University of Southampton (England) in English for Academic Purposes (EAP) classrooms. A survey of foreign language students on progress in foreign language learning revealed that many students were not unduly influenced by their scores on internationally recognized language tests when they assessed their own language level. If the international test scores are an accurate reflection of linguistic ability, then it would seem that self-ratings of language ability at the beginning of the pre-sessional course cannot be relied upon. Nine questionnaires completed in post-course evaluations indicated that there was not a very good match between the teachers' assessments and the students' assessments at the end of the pre-sessional course and two terms later. It is concluded that self-assessment for students appears to involve great difficulty, even with teacher feedback. Yet, evidence was found to support the belief that students who do assess their language level realistically may persevere with language learning to a greater extent than those whose assessment is unrealistically high or low. Both performance and progress must be monitored by teachers, with constant feedback, for students to be able to realistically self-assess their progress in language learning. (Contains 15 references.) (Author/NAV) ***** ****************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** SELF-ASSESSMENT OF FOREIGN LANGUAGE SKILLS: DOES IT WORK? George M Blue U S DEPARTMENT OF EDUCATION 0.ce al Fdarallana, Reseach and Inrudven,a EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 40(Ahis document has been reproduced as received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do nol newssailly represent official OERI position or policy BEST COPY AVAILABLE PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) SELF-ASSESSMENT OF FOREIGN LANGUAGE SKILLS: DOES IT WORK? George M Blue